Stabilities of infant behaviors and maternal responses to them

Consistency in the order of individuals in a group across substantial lengths of time—stability—is a central concept in developmental science for several reasons. Stability underscores the meaningfulness of individual differences in psychological phenomena; stability informs about the origins, nature, and overall developmental course of psychological phenomena; stability signals individual status and so affects the environment, experience, and development; stability has both theoretical and clinical implications for individual functioning; and stability helps to establish that a measure constitutes a consequential individual‐differences metric. In this three‐wave prospective longitudinal study (Ns = 40 infants and mothers), we examined stabilities of individual variation in multiple infant behaviors and maternal responses to them across infant ages 10, 14, and 21 months. Medium to large effect size stabilities in infant behaviors and maternal responses emerged, but both betray substantial amounts of unshared variance. Documenting the ontogenetic trajectories of infant behaviors and maternal responses helps to elucidate the nature and structure of early human development.     

A Preliminary Look at Listening Development across the Life-Span

This article addresses the issue of listening behavior from a life-span developmental perspective. While communication scholars have begun to assess the impact of life stages on human communication needs and abilities, little work in listening behavior has focused on the effects of aging. The authors of this exploratory study developed a self-report listening questionnaire and administered it to five cohorts of pre-adolescent children, adolescents, young adults, older adults, and elderly in various geographic regions. Different cohorts provided differential accounts and perceptions regarding listening behaviors in particular and respective issues associated with listening development in general.     

Familism Values,Perspective Taking,and Prosocial Moral Reasoning: Predicting Prosocial Tendencies Among Mexican American Adolescents

Mexican American youth often engage in relatively high levels of prosocial behaviors. We theorize that this may be due to a cultural value system that encourages familism values, which, in turn, may foster the development of sociocognitive processes that promote prosocial behaviors. Two hundred and five Mexican American early adolescent youth (M_age = 10.9 years, SD = 0.84; 51% girls) reported their familism values, perspective taking, prosocial moral reasoning, and six types of prosocial behaviors. The results indicated that perspective taking partially mediated the relation between familism values and the specific prosocial tendencies theoretically linked to the Mexican American culture. The study demonstrated the utility of integrating cultural and traditional developmental mechanisms in attempting to explain prosocial behaviors.     

Examining the Diversity of Prosocial Behavior: Helping,Sharing, and Comforting in Infancy

Prosocial behaviors are a diverse group of actions that are integral to human social life. In this study, we examined the ability of 18‐ and 24‐month‐old infants to engage in three types of other‐oriented behaviors, specifically helping, sharing, and comforting. Infants in both age groups engaged in more prosocial behavior on trials in which an unfamiliar adult experimenter required aid (experimental conditions) than on those in which she did not (control conditions) across two of the three prosocial tasks (i.e., helping and sharing). The infants engaged in these behaviors with similar frequency; however, there was no correlation between the tasks. The implications for the construct of prosocial behavior and the presence of a prosocial disposition are discussed.     

Fathers’ Shared Book Reading Experiences: Common Behaviors,Frequency, Predictive Factors,and Developmental Outcomes

Abstract

A comprehensive critical review of the shared reading literature indicates that shared reading has the potential to yield positive developmental outcomes for children cognitively, socially, and emotionally. However, closer consideration of the literature further demonstrates that the extent and nature of parental sex differences is largely undocumented, though significant theoretical underpinnings suggest that mothers and fathers are likely to differ in quality of reading and linguistic exchanges with their sons and daughters. We review available literature on father’s shared reading to describe common father behaviors, frequency of fathers’ shared reading, factors predictive of fathers’ shared reading with children, and developmental outcomes for children. Implications for further research are elaborated.     

Developmental Transitions of Gay/Lesbian/Bisexual-Affirmative,Heterosexual Career Counselors

This article proposes parallels between gay, lesbian, and bisexual identity development and the professional development of gay/lesbian/bisexual-affirmative, heterosexual career counselors. This perspective gives a developmental framework for understanding the changing feelings, thoughts, behaviors, and actions that accompany the professional, personal, and political growth of heterosexual career counselors who are seeking to become affirmative to career and life planning issues associated with sexual orientation.     

Neurodevelopment,impulsivity, and adolescent gambling

The prevalence of problem and pathological gambling in adolescence and young adulthood has been found to be two- to fourfold higher than in adulthood. Given that these high rates might predict future increases across all age groups, it is important to explore the causes of the elevated rates of problem and pathological gambling among youths. This article reviews evidence for a neurobiological basis for adolescent vulnerability to problem and pathological gambling behaviors. We propose that a common trait motif of impulsivity might underlie phenomenology of pathological gambling, commonly comorbid psychiatric disorders, and related aspects of adolescent behavior. Recent advances in understanding the brain mechanisms involved in motivation, reward, and decision-making allow a discussion of neural circuitry underlying impulsivity. Emerging data indicate that important neurodevelopmental events during adolescence occur in brain regions associated with motivation and impulsive behavior. We hypothesize that immaturity of frontal cortical and subcortical monoaminergic systems during normal neurodevelopment underlies adolescent impulsivity as a transitional trait-behavior. While these neurodevelopmental processes may confer advantage by promoting a learning drive for optimal adaptation to adult roles, they may also confer an increased vulnerability to addictive behaviors such as problem and pathological gambling. An exploration of the developmental changes in neural circuitry involved in impulse control has significant implications for understanding adolescent behaviors and treating problem and pathological gambling among youths.     

Internationally Adopted Children

ABSTRACT

The main aims of this study were to compare the prevalence and the developmental course of problem behaviors in a large sample of 1,538 internationally adopted children with the prevalence and developmental course of nonadopted children across adolescence. The higher levels of problem behaviors in adopted versus nonadopted children as reported by their parents, were confirmed by the results based on the children's self-reports of problem behaviors. The higher levels of problem behaviors in the adopted versus the nonadopted sample even increased across the 3-year study interval from ages 11-14 years to ages 14-17 years. It was concluded that despite the much higher levels of problems in adopted versus nonadopted children, the majority of adopted children seem to function quite well as adolescents.     

Animal Hoarding: Slipping Into the Darkness of Comorbid Animal and Self-Neglect

Substantial research and literature indicate how people and companion animals form relationships that are, for the most part, mutually beneficial. Yet there are highly dysfunctional human–animal relationships that do occur, meriting attention and remediation. One of the most perplexing and problematic human–animal relationships is encountered in cases of animal hoarding—a deviant behavior associated with extremely deleterious conditions of comorbid animal and self-neglect. Adult Protective Services workers often encounter theoretical and methodological dilemmas with these complex cases. To intervene most effectively, it becomes critical to elucidate some of the developmental factors of animal hoarding behavior and its correlation with self-neglecting behaviors in general. This article presents an in-depth diagnostic perspective as derived from the author's research and clinical experience. An analysis of the complex dynamics of the relationship between animal hoarders and their pets is presented in conjunction with accepted theories of self-neglect. With enhanced knowledge and understanding of animal hoarding, human service professionals will be better prepared to respond to these clients, evoke greater rapport and cooperation, and engage in the interdisciplinary efforts that are essential for optimal resolution.     

Sexual Development in Adolescence: An Examination of Genetic and Environmental Influences

Sexual development entails many experiences and is a major feature of adolescence. Most relevant behavioral genetic studies, however, focus primarily on sexual behaviors associated with health risks. We took a more normative, developmental perspective by examining genetic and environmental influences on five sexual behaviors ranging from dating to pregnancy in middle (M_age = 14.90 years) and late adolescence (M_age = 17.85 years) in a sample of twins (N = 3,762). Overall, behaviors that are more common and socially sanctioned (e.g., dating) were more heritable than behaviors that are less common and socially acceptable (e.g., sexual intercourse). That the etiology of different sexual behaviors is tied to their normativeness highlights the importance of considering the broader developmental context when studying sexual development.     

Material Hardship and Child Socioemotional Behaviors: Differences by Types of Hardship, Timing, and Duration

Child behavior problems are associated with long-term detrimental effects. A large body of literature looks at the association between income and child behavior but few studies examine this association with material hardship, an alternative economic indicator. We use data from the Fragile Families and Child Wellbeing Study to examine the following questions: (a) Is material hardship associated with child socioemotional behavior and are there differences by developmental timing, (b) Are particular hardships (bills, utilities, food, housing, medical) more strongly associated with child behavior, and (c) Are there differences in the association between short-term and long-term material hardship and child behavior? We find that children in households experiencing material hardship score significantly higher on externalizing and internalizing behaviors. Additionally, we find that a mother's inability to pay bills, experience of utility interruption, and housing instability are adversely related to child behavior. We also find that the association between material hardship and child behaviors is stronger at age 5 and that chronic aggregate hardship has a stronger association with child behavior.     

Bidirectional Linkages Between Emotion Recognition and Problem Behaviors in Elementary School Children

Cross-sectional studies support negative associations between children’s skills in recognizing emotional expressions and their problem behaviors. Few studies have examined these associations over time, however, precluding our understanding of the direction of effects. Emotion recognition difficulties may contribute to the development of problem behaviors; additionally, problem behaviors may constrain the development of emotion recognition skill. The present study tested the bidirectional linkages between children’s emotion recognition and teacher-reported problem behaviors in 1st and 3rd grade. Specifically, emotion recognition, hyperactivity, internalizing behaviors, and externalizing behaviors were assessed in 117 children in 1st grade and in 3rd grade. Results from fully cross-lagged path models revealed divergent developmental patterns: Controlling for concurrent levels of problem behaviors and first-grade receptive language skills, lower emotion recognition in 1st grade significantly predicted greater internalizing behaviors, but not hyperactivity or externalizing behaviors, in 3rd grade. Moreover, greater hyperactivity in 1st grade marginally predicted lower emotion recognition in 3rd grade, but internalizing and externalizing behaviors were not predictive of emotion recognition over time. Together, these findings extend previous research to identify specific developmental pathways, whereby emotion recognition difficulties contribute to the development of internalizing behaviors, and early hyperactivity may contribute to the development of emotion recognition difficulties, thus highlighting the importance of examining these processes and their mutual development over time.     

The Trajectory of Concurrent Motor and Vocal Behaviors Over the Transition to Crawling in Infancy

To document the trajectory of motor and vocal behaviors in real and developmental time, we observed infants at each of four biweekly naturalistic play sessions over the transition to crawling. An exhaustive and mutually exclusive coding scheme documented all vocalizations and postures. Odds ratios of the likelihood of a given posture‐vocalization dyad revealed that vocalization and crawling were significantly unlikely to co‐occur at the session marking the onset of crawling. We speculate that infants’ allocation of attention over the transition to crawling prompted behavioral trade‐offs. During mastery of a novel skill, infants may have had difficulty allocating attention to multiple tasks, but with experience, a decrease in attentional load for the new skill allowed performance of simultaneous behaviors in other domains to occur.     

Understanding Responses to Foster Care: Theoretical Approaches

Foster children making the transition from birth to foster homes or from foster homes to foster homes often present problematic behaviors. Limitations of attachment theory and reactive attachment disorder are presented, and three alternative approaches for understanding behaviors exhibited in foster settings are presented: conservation of resources, child alienation model, and developmental trauma disorder.     

Maternal Education and Investments in Children's Health

Maternal education differences in children's academic skills have been strongly linked to parental investment behaviors. This study extended this line of research to investigate whether these same maternal education patterns in parenting are observed among a set of parenting behaviors that are linked to young children's health. Drawing on data from the Early Childhood Longitudinal Study, Birth Cohort (n = 5,000) and longitudinal models incorporating random effects, the authors found that higher levels of maternal education were associated with more advantageous health investment behaviors at each phase of early development (9 months, 2 years, 4 years, 5 years). Moreover, these disparities were typically largest at the developmental stage when it was potentially most sensitive for children's long‐term health and development. These findings provide further evidence of a developmental gradient associated with mothers' education and new insight into the salience of mothers' education for the short‐ and long‐term health and well‐being of their children.     

Reliability of an Automated Decision Support System for Behavioral Treatment Planning

Abstract

Automated decision support systems can provide inexperienced individuals with expert advice. But while a computer will always arrive at the same conclusion from a given set of data, human users bring individual variability to decision making. This study, therefore, examined the reliability of the decision support component of an expert system, the Mental Retardation-Expert (MR-E), which assists clinicians who treat problem behaviors of individuals with mental retardation or developmental disabilities. Four clinicians independently used MR-E to obtain consultations on 31 separate cases abstracted from the published literature. They reached a high level of agreement on functional hypotheses regardless of clinical experience, familiarity with MR-E, use of MR-E's basic or advanced modes, or consecutive number of consultations obtained.     

Successful Aging in the Middle-Aged Gay Man

Abstract

Successful aging into middle age is impeded by internalized ageism in the gay man. Developmental theory inadequately details the tasks at this stage. Lesbian and gay human developmental theory is now being conceptualized to encompass the entire lifespan. This article identifies and elaborates specific developmental tasks for the middle-aged gay man based on psychotherapy clients who successfully aged into midlife. Focusing on the elimination of internalized ageism and the development of a positive attitude towards aging, the author provides a human developmental model for successful aging at midlife.     

Culture-Centered Counseling Skills as a Preventive Strategy for College Health Services

Abstract

All learning occurs in a cultural context. Successful counseling can be achieved by training healthcare providers to interpret behaviors in their cultural context. The author describes a culture-centered approach, using a cultural grid that matches same/different behaviors with same/different expectations. Clients with shared positive expectations may display dissonant and apparently negative behaviors. Culturally accurate knowledge and culturally appropriate skills provide a three-level developmental sequence for more accurate and more appropriate healthcare guidance in such multicultural settings as those met on the college campus.     

Gangs,gangsters, and the impact of settler colonialism on the Latina/o experience

As the largest minority group in the United States, Latinas/os have experienced a long history of discrimination, prejudice, and stigmatization as gang members. A contemporary survey of law enforcement agencies reported that Latinos continue to be the largest proportion of any racial or ethnic group involved in gangs. To describe such a pattern, the framework of settler colonialism will be utilized to describe differential experiences based on race, gender, and how structural inequalities vary by region and time. Latinas/os have been particularly impacted by segregation, second‐class treatment, and policies considered racially neutral. Gangs provide a topical area for examining patterns of racialization and social control. The authors of this article will outline the research literature on gangs and how settler colonialism has impacted the Latina/o population regarding the origination of gangs, reasons for joining, behaviors and activities, and the process for leaving these groups. The authors emphasize decolonization strategies including reducing structural inequalities and thereby reducing gang membership and risky behaviors. Until this can be accomplished, the authors hope for human rights, labor equity, and religious organizing efforts that can form into social movements of collective empowerment and justice.